Jill M. Augustine , Shankar Munusamy , Omar F. Attarabeen
{"title":"Best Practices for Teaching and Assessing Population Health and Wellness","authors":"Jill M. Augustine , Shankar Munusamy , Omar F. Attarabeen","doi":"10.1016/j.ajpe.2025.101359","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to describe the concept of population health and wellness in the context of pharmacy education, curricular integration, and assessment.</div></div><div><h3>Findings</h3><div>The definition of population health and wellness, which differs from that of public health, emphasizes the importance of environmental, biological, and social factors in determining population health outcomes. Various population health measures, including objective (mortality rates and life expectancy) and subjective (self-rated health and quality of life) indicators, can be used to teach and assess population-based care. Curricular frameworks and approaches such as the Clinical Prevention and Population Health Curriculum Framework and the competency map approach can be used to integrate population health concepts into pharmacy education. Didactic and experiential learning opportunities, skill assessments (eg, immunizations, point-of-care testing, and research projects), and co-curricular activities (eg, health fairs and student-run clinics) can be used by educators to assess student’s knowledge and skills related to population health.</div></div><div><h3>Summary</h3><div>Despite the significance of population health and wellness for pharmacists, there is a lack of established comprehensive curricular approaches to effectively teach these concepts in pharmacy education. Skill assessments have standardized rubrics and should be used by all pharmacy educators. Other activities and assessments exist to evaluate students in research projects, service-learning opportunities, health fairs, and student-run clinics. There is a need for greater collaboration across pharmacy programs and health profession education initiatives to publish more examples and assessment tools to ensure that all graduates attain the necessary population health competencies.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101359"},"PeriodicalIF":3.8000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S000294592500004X","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective
We aimed to describe the concept of population health and wellness in the context of pharmacy education, curricular integration, and assessment.
Findings
The definition of population health and wellness, which differs from that of public health, emphasizes the importance of environmental, biological, and social factors in determining population health outcomes. Various population health measures, including objective (mortality rates and life expectancy) and subjective (self-rated health and quality of life) indicators, can be used to teach and assess population-based care. Curricular frameworks and approaches such as the Clinical Prevention and Population Health Curriculum Framework and the competency map approach can be used to integrate population health concepts into pharmacy education. Didactic and experiential learning opportunities, skill assessments (eg, immunizations, point-of-care testing, and research projects), and co-curricular activities (eg, health fairs and student-run clinics) can be used by educators to assess student’s knowledge and skills related to population health.
Summary
Despite the significance of population health and wellness for pharmacists, there is a lack of established comprehensive curricular approaches to effectively teach these concepts in pharmacy education. Skill assessments have standardized rubrics and should be used by all pharmacy educators. Other activities and assessments exist to evaluate students in research projects, service-learning opportunities, health fairs, and student-run clinics. There is a need for greater collaboration across pharmacy programs and health profession education initiatives to publish more examples and assessment tools to ensure that all graduates attain the necessary population health competencies.
期刊介绍：
The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
